Edward de Bono CoRT Thinking Programme

There is not adequate theoretical recognition

that all which the school can do for pupils,
so far as their minds are concerned . . .
is to develop their ability to think.
John Dewey (Democracy and Education. !"#
The idea of teaching thinking directly as a subject in its own right may
seem very obvious. And so it should. However, there have been various
approaches developed over time to teach thinking, most of which have
been an outgrowth of the natural ability to think.
The essence of the CoRT Thinking ethod is to focus attention directly on
different aspects of thinking and to crystalline these aspects into definite
concepts and tools that can be used deliberately.
The three basic principles underlying CoRT Thinking are as follows!
Thinking is a skill that can be developed,
ost practical thinking takes place in the perception stage.
The tools method is used to teach thinking.
CoRT Thinking in "chools
The CoRT Thinking material has been tested over a wide range of "tudent
ages and ability. "ince the material provides only a trigger and a
framework for thinking practice it can be used over this wide range. The
responses will of course be different even though the material remains the
same.
Tools! #se $ #nderstanding
The understanding of a tool is not the same as the use of a tool. The whole
of our educational training is directed toward the idea that understanding
has to come first and then use will follow. #nfortunately this is not
necessarily so.
Teaching ethod
The obvious purpose of the CoRT Thinking %essons is to teach thinking as a
direct skill. &t is not much use instructing students to 'think better' or to
'think it out.' This sort of instruction does not achieve much. (or is it
enough to have general discussion sessions in the hope that the students
will abstract and then generalise useful thinking skills. )uite often the
teaching problem has to be tackled in an obli*ue manner.
Teaching +oints
&n the thinking lessons the teacher has to be firmly in control of the class.
Control cannot arise from superior knowledge because this is not a
knowledge subject. Control cannot even arise from superior thinking
ability, since the students may, from time to time, have better ideas than
the teacher and it is no use pretending otherwise. Teachers are entitled to
use whatever teaching methods they find most suitable for their classes.
(evertheless, it is worth setting out the basic CoRT approach to the
teaching of thinking and contrasting it with some other approaches.
Teacher ,ariation
The CoRT Thinking %essons are designed to provide the basic outline of a
thinking course which treats thinking as a direct skill. These 'bare bones'
can be altered or fleshed out by the teacher as he or she wishes.
Teaching otivation
CoRT Thinking %essons can only be as good as the teacher who teaches
them. CoRT Thinking %essons are easy to teach. CoRT Thinking %essons are
difficult to teach. &t depends on the teacher-s e.pectations and teaching
style. /r de 0ono compare this to riding a bicycle. A bicycle is difficult to
ride until you learn how.
Creativity and %ateral Thinking
%ateral thinking is specifically concerned with the generation of new
perceptions and new ideas. %ateral thinking involves changing perceptions
and fle.ibility. There is an overlap with creativity since both are concerned
with producing something new, but lateral thinking is a more precise
definition of the process of changing perceptions! changing the way we
look at things.
+& CA1 1&+ A+C
2+, A32 C$"
CAF: Consider All
Factors
TH4 1ACT2R" &(,2%,4/
CA1 is a crystallisation of the process of trying to consider all the factors in
a situation. This thinking operation is essentially related to action, decision,
planning, judgement, and coming to a conclusion.
+eople naturally assume that they have considered all the factors, but
usually their consideration is limited to the obvious ones. Turning CA1 into
a deliberate operation switches attention from the importance of the
factors to looking around for all the factors. Clearly it is difficult to consider
all the factors, so in the teaching situation consideration can be limited to
the ten most important factors 5or any other number6, or the lesson can be
taught in terms of!
the factors affecting oneself
the factors affecting other people
the factors affecting society in general.
This gives the lesson structure.
The emphasis of the lesson is on the factors that have been left out in a
decision, plan, etc. &n doing a CA1, students try to ensure that all important
factors are listed in looking at each other-s thinking, students try to spot
which factors have been neglected. The CA1 may be applied to one-s own
thinking as well as to the thinking of others! '7hat factors have & left out
here8'
CA1 differs from +& in that +& is a reaction to an idea whereas CA1 is an
e.ploration of a situation before coming up with an idea. The two do
sometimes overlap because some of the factors that have to be considered
obviously have a plus or minus aspect. The intention with a CA1 is to be as
complete as possible and to consider all factors rather than looking at them
in terms of favourable or unfavourable factors.
CA1 9 Consider All 1actors!
7hen you have to choose or make a decision or just think about something,
there are always many factors that you have to consider. &f you leave out
some of these factors, your choice may seem right at the time but will later
turn out to be wrong. 7hen you are looking at other people-s thinking, you
can try and see what factors they have left out.
FIP: First Important Priorities
PMI: Plus, Minus,
Interesting
TH4 TR4AT4(T 21 &/4A"
The +& is a crytstallisation of the open:minded attitude into a tool that
can be used deliberately. This is a very basic lesson which is introduced
right at the beginning so that the +& process itself can be used as a tool in
the course of subse*uent lessons. &nstead of just deciding whether or not
you like an idea, this thinking operation has you make an effort to find the
good points 5+9+lus6, the bad points 59inus6 and the interesting points
5&9lnteresting6 about an idea. The interesting points are those which arc
neither good nor bad but are worth noticing. The +& is a way of treating
ideas, suggestions and proposals. The natural reaction to an idea is to like
or dislike it, to approve or disapprove. &f you like an idea, it is very
unnatural to look for the negative or minus aspects &f you dislike an idea it
is very unnatural to look for the positive or plus aspects. &t is e*ually
unnatural to pick out the merely interesting aspects of an idea.
#sing the +& as a deliberate operation gives students a means of by:
passing the natural emotional reaction to an idea. Their objectives change
from emotional reactions to carrying out with skill a formal operation.
2nce the +& has been practised as a tool it can be asked for in subse*uent
lessons! '/o a +& on that idea.'
The +& is never intended to prevent decision or commitment but to ensure
that this happens after both sides of the matter have been considered and
not before.
&n simple terms the +& operation enlarges the view of a situation; without
it, emotional reaction to an idea narrows the way we look at it.
+ 9 +lus : The good things about an idea : why you like it
9 inus : The bad things about an idea : why you don-t like it
& 9 &nterest : 7hat you find interesting about an idea
&nstead of just saying that you like an idea, or don-t like an idea, you can
use a +&. 7hen you use a +& you give the good points first, then the bad
points and then the points than are neither good nor bad but are
interesting. <ou can use a +& as a way of treating ideas, suggestions and
proposals.

APC: Alternatives,
Possibilities, Choices



12C#" 2( A%T4R(AT&,4"
A+C is a crystallisation of the process of deliberately trying to find
alternatives.
&n taking action or making a decision there may seem to be few
alternatives, but a deliberate effort to find alternatives can change the
whole situation. The A+C operation is an attempt to focus attention directly
on e.ploring all the alternatives or choices or possibilities : beyond the
obvious ones.
&n looking at a situation it is unnatural to go beyond an e.planation which
seems satisfactory and yet there may be other possibilities which may be
even more likely if only an effort is made to find them. The most likely
alternative is not necessarily the most obvious.
This deliberate search for alternatives applies not only to action but also to
e.planations. 7hen an obvious e.planation presents itself it is very
unnatural to look beyond it to try and find other possible e.planations. That
is why it is useful to have a device which can take one beyond natural
inclinations
The A+C is an antidote to emotional reaction. 7henever a student seems to
be looking at something in a rigid way he=she can be asked to do an A+C. &f
the student can do this then the result is either a change in view or an
adherence to the original view now, however, due to preference. A+C can
be applied to other subjects.
As in the CA1 lesson the emphasis in teaching is on what has been left out.
That is to say the groups try to find different alternatives and choices for
the same situation to demonstrate that even when you are sure that there
cannot be any other possibilities you may still find some if you make a
deliberate effort to look for them. As with the CA1 lesson it is all too easy to
suppose that one naturally looks at all possible alternatives anyway : but it
is not true. To go beyond the obvious and the satisfactory possibilities one
needs a deliberate device like the A+C.
A+C 9 Alternatives, +ossibilities, Choices
7hen you have to make a decision or take action, you may at first think
that you do not have all the choices at you disposal. 0ut if you look for


OPV: Other People's
Views

TH4 2TH4R +42+%4 &(,2%,4/
2+, is a crystallisation of the process of looking at other people s
viewpoints so that the process can be used consciously and deliberately
&n the preceding nine lessons the enlargement of the situation : the
broadening of perception : has always been from the point of view of the
thinker. 0ut many thinking situations involve other people as well. The
point of view of these other people is also an essential part of the
enlargement of the situation which is the basic theme of these first ten
lessons. Thus another person may have different objectives, different
priorities, different alternatives, etc. &n fact, when another person does a
+&, CA1, C$", A32, 1&+, or A+C he or she may come up with different
ideas because he or she is in a different position.
0eing able to look at and understand another person>s point of view may be
a very important part indeed of the thinking process, and so a deliberate
effort may have to he made to see another point of view. This deliberate
effort is the 2+,. &t may apply to another person>s point of view or to other
people>s points of view in general.
%ike many of the previous operations 2+, as a tool can be applied in
different subject areas. &t may he applied by itself or it may he applied in
conjunction with another operation. '/o an 2+,:A32 for the other person.'
2nce students can escape from their own points of view they can take
other people into consideration. They may even come up with useful new
ways of looking at a situation.
The 2+, is an antidote to selfishness. &nstead of a general vague feeling
that other peoples points of view matter there is a deliberate attempt to
see another person>s point of view.
&n teaching the emphasis must he on how the view of another person in the
same situation may he entirely different. &t is the possible difference
between points of view that matters here. &f it is assumed that any sensible
person would have the same point of view in a given situation then no
effort at all will he made to see other points of view.
2+, 9 2ther +eople-s ,iews
any thinking situations involve other people. 7hat these other people
think is just as much part of the situation as the factors, the conse*uences,
the objectives etc. These other people may have a very different viewpoint.
AO: Aims, oals,
Ob!ective
12C#" 2( +#R+2"4
&n some situations, it is more appropriate to speak of aims, in other
circumstances or goals, and in yet others of objectives. The main point of
the lesson is to introduce and emphasise the idea of purpose. (o attempt
should be made to bring out the philosophical differences between these
since this usually confuses students.
This notion of purpose broadens the perception of a situation. The A32 is a
device to get students to focus directly and deliberately on the intention
behind actions. 7hat is the actor aiming for8 7hat is trying to be achieved8
7hat does the actor want to bring about8 7hat are the actor-s objectives8
7hat are the actor-s goals8
0eing able to define objectives helps the student-s thinking in such areas as
decision, planning, and action of any kind which has a purpose.
&t is enough for the teacher to say that in some cases the word aim is more
appropriate and in other cases goals or objectives. &f pressed, teachers can
make the distinction as follows!
aim is the general direction
goal is an ultimate destination
objective is a recognisable point of achievement along the way
Teachers are strongly advised to concentrate on the general idea of
'purpose' and not to make the distinction without a sense of purpose, all
actions are either reactions to a situation or matters of habit or imitation.
The intention of the lesson is to focus attention directly on purpose as
distinct from reaction.
A32 : Aims, 3oals, 2bjectives
<ou can do something out of habit, because everyone else is doing it, or as
a reaction to a situation. These are all -because- reasons. 0ut there are
times when you do something -in order to- achieve some purpose of
objective. &t can help your thinking if you know e.actly what you are trying
to achieve. &t can also help you to understand other people-s thinking if you
can see their objectives. &n certain situations the words -aims- and -goals-
are more appropriate than objectives, but the meaning is the same.
C"#: Conse$uence
and #e$uel
12C#" 2( TH4 C2("4)#4(C4"
C$" is a crystallisation of the process of looking ahead to see the
conse*uences of some action, plan, decision, rule, invention etc.
1or some people, thinking ahead may always be part of doing a CA1, but it
is worth emphasising this process more directly since conse*uences do not
e.ist until you make an effort to foresee them, whereas factors are always
present at the moment. CA1 is primarily concerned with factors that are
operating at the moment and on which a decision is based, whereas C$"
deals with what may happen after the decision has been made. There are
immediate conse*uences as well as short:term 5?:@ years6, medium:term
5@:A years6 and long:term conse*uences 5over A years6.
C$" is concerned with action of some sort, either the action that one
intends to take oneself or the action that others are taking. The intention is
to enlarge the view beyond the immediate effect of that action. An action
may seem worthwhile if the immediate effect is good but if one makes a
deliberate effort to look at longer term conse*uences, the action may not
he worthwhile at all. Conversely, an action that has good long:term
conse*uences may not seem very enticing at the moment.
&f CA1 is thinking about a situation at the moment, then C$" is thinking
ahead. 2bviously, conse*uences also can turn up as part of a +&, but the
important point about a deliberate C$" is that attention is focused directly
on the future.
C$" 9 Conse*uence and "e*uel
&n thinking about an action, the conse*uences should always be
considered!

&mmediate conse*uences
"hort:term conse*uences : 5? : @ years6
edium : term conse*uences : 5@ : A year6
%ong:term conse*uences : 5over A years6
The time concept is regulated by the thinking task involved that one has
always to look in the future.
Edward de Bono 6 Thinking Hats

The -"i. Thinking Hats- is perhaps one of the most popular and effective
thinking methodologies developed by /r 4dward de 0ono. The -Hats- are
used in all manner of enterprise and indeed from Bindergartens to the
0oard rooms of major companies. The "i. Thinking Hats provide the
framework from parallel thinking and the avoidance of time wasting
argument while at the same time incorporating reference to the renowned
-%ateral Thinking- processes and with the potential to be substantially
enhanced by the use of the thinking tools ?.htm found in the CoRT Thinking
%essons.

"&C TH&(B&(3 HAT" C2(C4+T
"Thinking is divided into six different modes"
7hen we attempt practical thinking, there are three fundamental
difficulties!
1. Emotions. 7e often have a tendency not to think at all but to rely on
instant gut feeling, emotion, and prejudice as a basis for action.

2. Helplessness. 7e may react with feelings of inade*uacy! '& don-t
know how to think about this. & don-t know what to do ne.t.'

3. Confusion. 7e try to keep everything in mind at once, with a mess as
a result.
The si. thinking hats method is a simple and practical way of overcoming
all three difficulties.
4motions are an important part of thinking and, in the end, all decisions
and choices are made on the basis of our feelings. 4motions at the right
place in thinking are essential. 4motions at the wrong place can be
disastrous. The si. hats method allows us to use emotions and feelings at
the right place.
Helplessness arises when we do not have any general purpose thinking
actions that can be taken. The si. hats method provides us with a basic
framework for thinking actions. There are now definite 'ne.t steps' that
can be taken.
Confusion arises when we try to do too much at once. 2ften when we try to
think about something, our minds go off in several different directions at
the same time. The si. hats method allows us to take one direction at a
time.
1ull Colour Thinking, 2ne Colour at a Time
"i. Colours, "i. Hats :
&n the si. hats method, thinking is divided into si. different modes, each of
which is represented by a different colour hat. A brief description of each
mode is given here. A full description for each will be provided later.
The "i. Thinking Hats

Red Hat. 4motions. &ntuition, feelings, and hunches. (o
need to justify the feelings. How do & feel about this
right now8
Yellow Hat. 0enefits. 7hy is this worth doing8 7hat are
the benefits8 7hy can it be done8 7hy will it work8
Black Hat. Caution. Dudgement. Assessment. &s this
true8 7ill it work8 7hat are the weaknesses8 7hat is
wrong with it8
Green Hat. Creativity. /ifferent ideas. (ew ideas.
"uggestions and proposals. 7hat are some possible
solutions and courses of action8 7hat are the
alternatives8
hite Hat. &nformation. )uestions. 7hat information do
we have8 7hat information do we need to get8
Blue Hat. 2rganisation of thinking. Thinking about
thinking. How far have we come8 7hat step do we take
ne.t8
&t is possible to suggest many further hats for different aspects of thinking.
However, & believe that the si. hats are enough. ore hats would be
cumbersome and confusing. 1ewer would be inade*uate.
Hats and Role:playing
7hy hats8 There is a traditional association between thinking and hats.
'&-ve got my thinking cap on.'
'%et-s put on our thinking hats here.'
A hat is very simple to put on and to take off. (o other piece of clothing can
be put on or taken off so *uickly and easily. This is relevant because we
must be able to put on or take off the different coloured hats with ease.
Also, hats often indicate a role. "oldiers can wear special helmets. The
police may wear hats to indicate their role. &n some countries, judges wear
special headpieces. "o as we put on a thinking hat, we take on the role
indicated by that particular hat.
"witching Roles
&t is very important that every thinker must be able to switch roles! put
hats on, take hats off. The hats are not meant to put people into categories.
&t is totally wrong to say, '"he-s a green hat thinker' or 'He only uses the
red hat.' Although these may be accurate assessments, if we start to use
the hats as categories, then people only want to use the thinking
associated with a particular category! '& am a black hat thinker.' This is
e.actly the opposite of the purpose and value of the si. hats method, which
is to get people to use all si. modes of thinking.


/etaching the 4go
2ne of the great limiting factors in thinking is that our egos are much too
involved in our thinking. 2ur egos get attached to an idea or an argument.
7e cannot stand back in order to be objective. The role:playing of the si.
hats method allows you to detach your ego from the thinking.
'y black hat 5yellow, green, etc.6 thinking suggests this.'
&t is in this way that the si. hats method takes the ego out of thinking.



3etting 0eyond Argument
(ormally, if we think an idea is not workable, we will spend all our time
arguing against it. 7ith the si. hats method, we can learn to put on the
yellow hat. &n doing so, we now show that, even though the idea seems
useless, some good may be found in it.
&nstead of taking the position, 'This is what & think and & know & am right,'
we can learn to use a broader spectrum of thinking.
Thus we can develop a pride in the skill of carrying out the different
thinking roles. As a result, our thinking about any matter is more
comprehensive and more objective.
7ith the si. hats method, if we do not like a suggestion, we know that
there will always be a chance to criticise that idea with the black hat and to
e.press feeling with the red hat. eanwhile, it is possible to e.plore the
idea with white, yellow, and green hats as well.
1our #ses of the Hats
+ut the hat on. 7e can ask a colleague or staff member in a discussion to
put on a particular colour hat. 2r we can ask a whole group to use a
particular colour hat for a few minutes.

'3ive me your black hat thinking on this idea. 7hat could go wrong if
we try out this idea8'
'7e-re stuck. 7hy don-t we put on the green hat and generate some
new ideas about this problem8'
'7hat are the facts about this8 7hat do we know about this8 %et-s
have some white hat thinking.'


Take the hat off. 7e can ask a person or a group to take off a particular
colour of hat. Here we are implying that the thinking that is taking place is
of a certain type. 7e are asking a person to move away from that type of
thinking. The si. hats system provides a convenient method for this.
"omeone may not have consciously put on a hat but seems to be using one.

'7e seem to have focused on red hat thinking. %et-s take off the red
hat for a moment.'
'2kay, that-s good black hat thinking. %et-s lay aside the black hat for
now.'
'<ou-ve thought of lots of new ideas and possibilitiesEwe have plenty
now. "o let-s take off our green hats at this point.'


"witch hats. 2nce the rules have been established, we can ask for an
instant switch in thinking. 7e can accomplish this by suggesting that a
colleague take off one hat and put on another. This way we can call for a
switch in thinking without offending that person. 7e are not attacking the
thinking that is taking place but asking for a change.

'7e-ve heard the good things. (ow let-s switch from the yellow hat to
the black hat. 7here might we run into trouble if we do it this way8'
'7ith your black hat, you-ve said why this idea might not work. (ow
let-s switch to the green hat to see if we can fi. the problems.'
'That-s an interesting idea. (ow let-s take off the green hat and put
on the white. 7e need to outline the facts.'


"ignal your thinking. 7e can name a hat to show the type of thinking that
we are going to use. 1or instance, sometimes something needs to be said
but is difficult to say without giving offence. Dust saying that you are
putting on the black hat makes it possible to discuss an idea without
attacking the person who offered it. #se the hats yourselfEand point out
that you are using them as you teach them to others.

'+utting on my black hat, &-m thinking that it won-t work to change
the schedule now because we-ve already mailed it out.'
'+utting on my red hat for a moment, & must say that & don-t like
these new math books as well as the old ones.'
'&-ve got a green hat idea about applying for that grant. Tell me what
you think about this suggestion.'
&n summary, we can ask others to put on, take off, switch, or signal
hats. 7e can also put on or take off a hat ourselves. The formality and
'game' aspect of the method are its greatest virtues. +eople learn to
play the game.


"ingle Hat and "e*uence #se

The hats can be used singly at any point in thinking. &n general, this is the
major use. The hats are used as a convenience for directing thinking and
for switching thinking. "imple se*uences of two or three hats may be used
together for a particular purpose. 1or e.ample, the yellow hat followed by
the black hat may be used to assess an idea. The black hat followed by the
green hat may be used to improve a design 5point out the faults and
overcome them6. A full se*uence of hats may be used as a framework for
thinking about a subject. This framework is set up in advance as a program
for thinkingEa thinking agenda. The thinkers then follow the steps of that
program.

The #ni*ue 0lue Hat
The blue hat is different from the other hats because it is involved with
directing the thinking process itself. 7e are actually using the blue hat
whenever we suggest the ne.t hat to be used. The blue hat need not be
acknowledged at every turn. &t can become awkward to say, for instance,
'+utting on my blue hat, & believe we should have some black hat
thinking.' However, there are some points at which it is often helpful to
mention the blue hat. Three such points are at the outset of a discussion, to
describe a thinking plan; at midpoint, to restate the thinking goals; and at
the end, to summarise what thinking has been done.
'%et-s use the blue hat to decide what we want to think about and
which hats we-ll need to use.'
'This is interesting but & think we-re drifting away from our goal. &-ll
put on my blue hat briefly to restate the goal.'
'& want to put on my blue hat here and ask if we can come to a
conclusion.'
#se of the blue hat need not be confined to talking about the other hats.
Any thinking steps at all can be suggested.

"i. Hats for Richer Thinking
The si. hats method allows us to think more richly and more
comprehensively. &f we simply ask others to think about something, they
are often at a loss. 0ut if they are invited to e.plore the subject using the
framework of the hats, their perceptual powers are *uickly e.panded.